WHAT IS THE LESSON ABOUT?

In this lesson, we will be speaking mathematically. Hence, to do that, you and I need to
learn, relearn and unlearn concepts about the Language of Mathematics.

One of these is none other than the variables. The variables which you:

1. imagine to have one or more values but you do not know what they are; and,
2. want whatever you say about it to be equally true for all elements in a given set so you
do not want to be restricted to consider only one particular and concrete value for it.

So intriguing right?

Now, are you ready to join me in learning about variables in a wider horizon?

Come on and let’s enjoy while learning!

WHAT WILL YOU LEARN?

In this lesson, you will be able to:

1. define variables, expressions, and sentences as used in mathematics;

2. rewrite sentences using variables; and,
3. appreciate how rich the language of mathematics is.

ACTIVITIES

Let’s Try This!

Use variables to rewrite the following sentences formally. Write your answers in the
whiteboard.

1. The sum of the squares of two numbers is equal to the square of their sum?

2. Give any real number whose square is nonnegative.

Ooopppsss!
Please do not proceed, unless you are done answering the items above.

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KEY TO CORRECTION

I know you are honest. Hence, please check your own answers.
1. 2.

FEEDBACK 1

What is your score? __________________________________________________________________________

Which items are you correct? ________________________________________________________________

Why do you think you got the answers correctly? ____________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________.

Which items are you incorrect? _______________________________________________________________

Why do you think you got the answers incorrectly? ___________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________.

Let’s Read:

First, let’s talk about the language of Mathematics.

Mathematics has its own language i.e. the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 whether we

refer “0” as “zero” or nothing we understand its meaning.

Mathematical language can easily be understood by context and convention. Context

is what we are working or the particular topics to be studied, while convention is where
mathematicians and scientists have decided that particular symbol have a particular meaning.

Mathematical language is the system used to communicate mathematical ideas. This

language consists of some natural language using technical terms (mathematical terms) and
grammatical conventions that are uncommon to mathematical discourse, supplemented by
highly specialized symbolic notation for mathematical formulas. The mathematical notation
used for formulas has its own grammar and shared by mathematicians anywhere in the globe.

According to Galileo Galilei “Mathematics is the Language in which God has written the
universe”. Mathematics is a universal language because the principles and foundations of
mathematics are the same everywhere around the world. Five plus five equals ten (in Arabic
Numerals 5 + 5 = 10).

The mathematical language is precise, concise and powerful.

Precision in mathematics is like a culture of being correct all the time. Mathematical

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culture of precision has developed a precise, highly symbolic language, and a dialectic manner
that allows for the adaptation, adjustment and cumulative refinement of concepts based on
experiences, and mathematical reasoning is expected to be correct.

Mathematical language must be concise and shows simplicity. Mathematicians desire

for the simplest possible terminology to allow various particularities to be subsumed into the
exposition at the highest possible level.

Mathematical language must also be powerful. It is a way of expressing complex

thoughts with relative ease.

Second, let’s talk about expressions in Mathematics.

Expression

An expression (or mathematical expression) is a finite combination of symbols that is

well defined according to rules that depend on the context. The symbols can designate
numbers, variables, operations, functions, brackets, punctuations, and groupings to help
determine the order of operations and other aspects of mathematical syntax.

It is a correct arrangement of mathematical symbols used to present the object or

interest, it does not contain a complete thought, and it cannot be determined if it is true or
false. Some types of expressions are numbers, sets, and functions.

Third, let’s talk about sentences in Mathematics.

Sentence

A sentence (or mathematical sentence) makes a statement about two expressions,

either using numbers, variables or a combination of both. A mathematical sentence can also
use symbols or words like equals, greater than, or less than. A mathematical sentence is a
correct arrangement of mathematical symbols that states a complete thought and can be
determined whether it’s true, false, sometimes true/sometimes false.

Let’s Study:

Some Important Kinds of Mathematical Statements

1. Universal Statement says that a certain property is true for all elements in a set.

For example: All positive numbers are greater than zero.

2. Conditional Statement says that if one thing is true then some other thing also has to be
true.

For example: If 378 is divisible by 18, then 378 is divisible by 6.

3. Given a property that may or may not be true, an Existential Statement says that there is
at least one thing for which the property is true.

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 For example: There is a prime number that is even.

4. Universal Conditional Statement is a statement that is both universal and conditional.

For example: For all animals a, if a is a dog, then a is a mammal.

Rewriting the example: If a is a dog, then a is a mammal.

If an animal is a dog, then the animal is a mammal.
or
For all dogs a, a is a mammal.
All dogs are mammal.

5. Universal Existential Statement is a statement that is universal because its first part says that
a certain property is true for all objects of a given type, and it is existential because its
second part asserts the existence of something.

For example: Every real number has an additive inverse.

Rewriting the example: All real numbers have additive inverses.

For all real numbers r, there is an additive inverse for r.
For all real numbers r, there is a real number s,
such that s is an additive inverse of r.

6. Existential Universal Statement is a statement that is existential because its first part asserts
that a certain object exists and is universal because its second part says that the object
satisfies a certain property for all things of a certain kind.

For example:
There is a positive integer that is less than or equal to every positive integer.

Rewriting the example:

Some positive integer is less than or equal to every positive integer.
There is a positive integer m, that is less than or equal to every positive integer.
There is a positive integer m such that every positive integer is greater than or equal to
m.
There is a positive integer m with the property that for all positive integers n, m ≤ n.

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 HOW MUCH HAVE YOU LEARNED?

Fill in the blanks. Write your answers in the answer sheet provided.

I. Rewriting a Universal Conditional Statement

For all real numbers x, if x is nonzero then x2 is positive.
1. If a real number is nonzero, then its square____________________________?
2. For all nonzero real number x, ____________________________?
3. If x ____________________________, then ____________________________?
4. The square of any nonzero real number is ____________________________?
5. All nonzero real numbers have ____________________________?

II. Rewriting a Universal Existential Statement

Every pot has a lid.
1. All pots____________________________
2. For all pots P, there is ____________________________
3. For all pots P, there is a lid L such that ____________________________.

III. Rewriting a Universal Existential Statement

There is a person in my class who is at least as old as every person in my class.
1. A ____________________________ is at least as old as ____________________________.
2. There is a person p in my class such that p is ____________________________.
3. There is a person p in my class with the property that for every person q in my class, p
is ____________________________.

IV. Rewriting a Universal Existential Statement

Every nonzero real number has a reciprocal.
1. All nonzero real numbers ____________________________.
2. For all nonzero real numbers r, there is ____________________________ for r.
3. For all nonzero real numbers r, there is a real number s such that ______________________.

V. Identify what kind of statement is being referred to.

Write your answer in the space provided.

1. A statement wherein the first part asserts that a certain object exists and the second
part says that the object satisfies a certain property for all things of a certain kind.
______________________________________________________________________________________
2. It says that if one thing is true then some other thing has to be true.
______________________________________________________________________________________
3. A statement wherein the first part says that a certain property is true for all objects of
a given type, and its second part asserts the existence of something.
______________________________________________________________________________________
4. It says that there is at least one thing for which the property is true.
______________________________________________________________________________________

Ooopppsss!
Please do not proceed, unless you are done answering the items above.

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KEY TO CORRECTION

I know you are honest. Hence, please check your own answers.

I. Rewriting a Universal Conditional Statement

For all real numbers x, if x is nonzero then x2 is positive.
1. If a real number is nonzero, then its square is positive.
2. For all nonzero real number x, x2 is positive.
3. If x is a nonzero real number, then x2 is positive.
4. The square of any nonzero real number is positive.
5. All nonzero real numbers have positive squares.

II. Rewriting a Universal Existential Statement

Every pot has a lid.
1. All pots have lids.
2. For all pots P, there is a lid for P.
3. For all pots P, there is a lid L such that L is a lid for P.

III. Rewriting a Universal Existential Statement

There is a person in my class who is at least as old as every person in my class.
1. A person in my class is at least as old as every person in my class.
2. There is a person p in my class such that p is at least as old as every person in my
class.
3. There is a person p in my class with the property that for every person q in my class, p
is at least as old as q.

IV. Rewriting a Universal Existential Statement

Every nonzero real number has a reciprocal.
1. All nonzero real numbers have reciprocal.
2. For all nonzero real numbers r, there is a reciprocal for r.
3. For all nonzero real numbers r, there is a real number s such that it is a reciprocal of r.

V. Identify what kind of statement is being referred to.

Write your answer in the space provided.

1. A statement wherein the first part asserts that a certain object exists and the second
part says that the object satisfies a certain property for all things of a certain kind.
Existential Universal Statement
2. It says that if one thing is true then some other thing has to be true.
Conditional Statement
3. A statement wherein the first part says that a certain property is true for all objects of
a given type, and its second part asserts the existence of something.
Universal Existential Statement
4. It says that there is at least one thing for which the property is true.
Existential Statement

FEEDBACK 1

What is your score? __________________________________________________________________________

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Which items are you correct? ________________________________________________________________
Why do you think you got the answers correctly? ____________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________.

Which items are you incorrect? _______________________________________________________________

Why do you think you got the answers incorrectly? ___________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________.

SUGGESTED READING AND WEBSITES

In order to further enrich your knowledge about the lesson that we discussed, you may
consult other websites and learning resources like books, articles, videos that will help you
better understand our lesson.

For questions and points of clarifications, you may post them in our group chat in
messenger. Enjoy Learning!

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